Section archive - Mentoring & Supervision
Page 4/29 288 items
This study aimed to explore the mentoring experience within the context of a science, technology, engineering and math (STEM) specific mentoring program for urban, at risk, high school youth. The authors found that a common theme that touched on all PAMI constructs was that communication with scholars was crucial to success. Specifically, they argue that communication impacted the relationship emphasis, the facilitative focus, the confrontive focus, and mentor modeling.
Updated: Nov. 21, 2018
The purpose of this study was to examine the specific needs of students and junior faculty in counseling programs and to provide a glimpse of the mentorship experience through the lens of the mentee. The authors found that both master’s and doctoral level, and junior faculty alike suggested that a mentor should have certain characteristics, such as being approachable, having a personal style of mentoring, being encouraging, and providing clear and direct feedback to the mentee.
Updated: Nov. 15, 2018
Mentoring Teacher Trainees of Mathematics for ESL Learners in Post-Compulsory Education Reflections and Challenges
This article aims to reflect on the experiences and challenges of a mentor, which brought about by subject-specific mentoring within mathematics for English as a second language (ESL) classes for 16-18-year-olds. This article has provided a mentor’s perspective on the enactment of mentoring in a specific context. The author has demonstrated how specific guidance in the mentoring literature may be enacted and provided support. Furthermore, the author emphasized the importance of mentors’ and mentees’ attention to the detail of the particular context, notably – in this case – the issues faced by ESL learners of mathematics in post-compulsory education in England.
Updated: Nov. 01, 2018
This study aimed to identify what mentors observe and record as pertinent towards providing feedback. The participants were 24 mentors. The results revealed that mentors’ observations with both positive and constructive criticisms clustered around three broad dimensions, namely: (1) visual, (2) auditory and (3) conceptual. The findings reveal that the mentors’ constructive criticisms were mainly based around the auditory dimension.
Updated: Aug. 26, 2018
What Can We Learn from Studying the Coaching Interactions between Cooperating Teachers and Preservice Teachers? A Literature Review
This review examined what the research has revealed about the coaching interactions between cooperating teachers and preservice teachers around practice. The authors identified 46 studies as meeting the criteria for inclusion. The analysis yielded fourteen findings with varying levels of support. The authors have grouped these findings for presentation purposes around four areas: current practices and conditions, innovations in practice, relationships and tensions and local contexts and teaching practices.
Updated: Aug. 15, 2018
How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action
This article explores how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. The authors argue that the findings provide a greater understanding of the dynamics of mentoring relationships. The findings suggest that the causes of toxic mentoring are complex and influenced by factors that include mentor motivation and emotional intelligence.
Updated: Jul. 10, 2018
Student Teachers' Experiences of Participating in Mixed Peer Mentoring Groups of In-service and Pre-service Teachers in Finland
This study examines how students perceive a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. The findings reveal that the students' experiences of participating in peer mentoring group were positive. The findings also highlighted the importance of prospective teachers having authentic connections to working life and colleagues already during initial education. The findings also show that experiences varied in terms of depth and effectiveness and the kind of learning that they promoted. The students considered the activity as (1) a coffee break, (2) peer-support, (3) identity construction and (4) a professional community.
Updated: Jul. 01, 2018
Content and Context of the Administrative Internship: How Mentoring and Sustained Activities Impact Preparation
This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.
Updated: May. 27, 2018
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.
Updated: May. 03, 2018
This study aims to investigate whether the experiences of teachers in general education and vocational education differ because of differences in their working contexts and challenges. It also focuses the ways in which mentees perceive the results of peer-group mentoring (PGM) with regard the professional, personal and social dimensions of professional development. The findings reveal that the participants almost unanimously agreed that PGM is important throughout the entire teaching career. Furthermore, the findings show that there were few significant differences between the teacher groups. It was found that teachers in vocational education were more likely to agree that participation in PGM had influenced their working methods, as compared to their colleagues in general education. In addition, the results reveal that teachers in vocational education reported that they had been contacted more by their colleagues about their opinions and advice after participating in PGM meetings than had previously been the case.
Updated: Apr. 24, 2018